Shelving Scheme For the purpose of shelving the collection, the team considered using a number of universal classification schemes. However,in the end the team decided that a Reader-Interest Classification scheme (RIC) would best suit the TLC. Investigation of Universal Classification Schemes
ABC (AbridgedBliss Classification) – a scheme intended for use in school libraries – was investigated for suitability (Bliss Classification Working Party & Bliss, H. E., 1974). However, as ABC is not regularly updated, the team had concerns regarding the scheme’s currency. LCC (Library of Congress Classification) was also considered. LCC is an enumerative scheme, which requires minimal notation (Chan, 2007). However, because classes are individually developed by subject specialists, the scheme has no consistency across classes. Each class is uniquely built, and this could be confusing for patrons. As the collection spans a number of classes, LCC cannot offer consistency for patrons who are book-browsing. UDC (Universal Decimal Classification) was also investigated for possible implementation. UDC is a faceted scheme which allows different classes to be linked ‘using a colon as the connecting symbol’ (2007, p. 427). This permits expression of relationships between classes, where an item is deemed to belong to two or more classes. However, while this flexibility of classes is not a problem in online environments, it can cause difficulties in physical shelving arrangements, where a rigid order of classes may be required.
As such, the closest the team came to choosing a universal classification scheme was with DDC (Dewey Decimal Classification). DDC is a hierarchical system. It is a well-established and practical system, which is continuously revised and updated. The scheme is organised around the principle of relative location, which provides a means for patrons to easily navigate the library shelves (Chan 2007; Bowman, 2005). The self-evident numerical sequence also ‘facilitates display and shelving’ (Chan, 2007, p. 332). However, with the different rate of growth in various classes, DDC has an uneven structure, with some classes becoming over-crowded. In some cases this results in lengthy Dewey numbers, which can be inconvenient, ‘particularly when the scheme is used as a shelving device’ (Chan, 2007, p.333). For the Teen Literature Collection, this problem was particularly evident with non-fiction items e.g. 940.53180922 (Maus by Art Spiegelman) and 782.42166092 (Bit of a Blur by Alex James). Also, it is uncertain whether this level of granularity would be useful for subject access, when the collection aims to get students to browse and read for pleasure.
Opting for Reader-Interest Classification
In the end, the team decided not to use a universal scheme, instead opting to develop a Reader-Interest Classification scheme (RIC) for the collection. In this kind of classification, items are arranged similar to how they would be in a bookstore, which the team feels will encourage patrons to browse the collection by genre. In research by Jacquelyn Sapiie, it was found that RIC enabled children to become ‘more independent library users’ (Sapiie, 1995, p. 152). By placing the reader at the centre, RIC ‘encourages self-service and promotes accessibility to the collection’ (1995, p. 144). Sapiie also notes that in a time of cutbacks and financial constraints RIC can provide added value by ‘maximising the use of existing collections’ through imaginative and accessible arrangement (1995, p. 152).
In Sapiie’s research, a majority of libraries using RIC used this scheme for only part of their stock, ‘retaining [DDC] for the remainder’ (Sapiie, 1995, p. 147). The team proposes that the Teen Literature Collection use RIC, with the remainder of library stock using DDC.
RIC in Practice
We will now give a brief overview of how RIC will work in practice: The collection will be shelved separately from the rest of library stock. The collection DVDs and audio-books will be shelved together in one section, while books (the majority of the collection) will be divided into fiction and non-fiction sections. For all items, spine labels will be attached with three letter notations to denote genre. For fiction, notations will include ADV (adventure), ROM (romance), THR (thriller) and FAN (fantasy). For non-fiction, notations will include BIO (biography/autobiography). This information will also be available through the library OPAC, by using the MARC field for Local Subject Access (690). The team also recognises the importance of having a good shelving guide. The collection will be displayed under large display signs with simple wording, in order to make browsing as simple as possible. The shelving will also have a display area, where items can be displayed face out. These items might include ‘new arrival’ acquisitions, or items that have recently received a student’s book review.
Chan, Lois Mai. (2007). (3rd ed.) Cataloging and Classification: An Introduction. New York: McGraw-Hill.
Sapiie, J. (1995). Reader-Interest Classification: the user-friendly schemes. Cataloging and Classification Quarterly 19(3-4). New York: Haworth Press.
Bliss Classification Working Party & Bliss, H. E. (1974). The abridged Bliss classification: the bibliographic classification of Henry Evelyn Bliss revised for school libraries. Oxford: School Library Association.
For the purpose of shelving the collection, the team considered using a number of universal classification schemes. However,in the end the team decided that a Reader-Interest Classification scheme (RIC) would best suit the TLC.
Investigation of Universal Classification Schemes
ABC (Abridged Bliss Classification) – a scheme intended for use in school libraries – was investigated for suitability (Bliss Classification Working Party & Bliss, H. E., 1974). However, as ABC is not regularly updated, the team had concerns regarding the scheme’s currency. LCC (Library of Congress Classification) was also considered. LCC is an enumerative scheme, which requires minimal notation (Chan, 2007). However, because classes are individually developed by subject specialists, the scheme has no consistency across classes. Each class is uniquely built, and this could be confusing for patrons. As the collection spans a number of classes, LCC cannot offer consistency for patrons who are book-browsing. UDC (Universal Decimal Classification) was also investigated for possible implementation. UDC is a faceted scheme which allows different classes to be linked ‘using a colon as the connecting symbol’ (2007, p. 427). This permits expression of relationships between classes, where an item is deemed to belong to two or more classes. However, while this flexibility of classes is not a problem in online environments, it can cause difficulties in physical shelving arrangements, where a rigid order of classes may be required.
As such, the closest the team came to choosing a universal classification scheme was with DDC (Dewey Decimal Classification). DDC is a hierarchical system. It is a well-established and practical system, which is continuously revised and updated. The scheme is organised around the principle of relative location, which provides a means for patrons to easily navigate the library shelves (Chan 2007; Bowman, 2005). The self-evident numerical sequence also ‘facilitates display and shelving’ (Chan, 2007, p. 332). However, with the different rate of growth in various classes, DDC has an uneven structure, with some classes becoming over-crowded. In some cases this results in lengthy Dewey numbers, which can be inconvenient, ‘particularly when the scheme is used as a shelving device’ (Chan, 2007, p.333). For the Teen Literature Collection, this problem was particularly evident with non-fiction items e.g. 940.53180922 (Maus by Art Spiegelman) and 782.42166092 (Bit of a Blur by Alex James). Also, it is uncertain whether this level of granularity would be useful for subject access, when the collection aims to get students to browse and read for pleasure.
Opting for Reader-Interest Classification
In the end, the team decided not to use a universal scheme, instead opting to develop a Reader-Interest Classification scheme (RIC) for the collection. In this kind of classification, items are arranged similar to how they would be in a bookstore, which the team feels will encourage patrons to browse the collection by genre. In research by Jacquelyn Sapiie, it was found that RIC enabled children to become ‘more independent library users’ (Sapiie, 1995, p. 152). By placing the reader at the centre, RIC ‘encourages self-service and promotes accessibility to the collection’ (1995, p. 144). Sapiie also notes that in a time of cutbacks and financial constraints RIC can provide added value by ‘maximising the use of existing collections’ through imaginative and accessible arrangement (1995, p. 152).
In Sapiie’s research, a majority of libraries using RIC used this scheme for only part of their stock, ‘retaining [DDC] for the remainder’ (Sapiie, 1995, p. 147). The team proposes that the Teen Literature Collection use RIC, with the remainder of library stock using DDC.
RIC in Practice
We will now give a brief overview of how RIC will work in practice: The collection will be shelved separately from the rest of library stock. The collection DVDs and audio-books will be shelved together in one section, while books (the majority of the collection) will be divided into fiction and non-fiction sections. For all items, spine labels will be attached with three letter notations to denote genre. For fiction, notations will include ADV (adventure), ROM (romance), THR (thriller) and FAN (fantasy). For non-fiction, notations will include BIO (biography/autobiography). This information will also be available through the library OPAC, by using the MARC field for Local Subject Access (690). The team also recognises the importance of having a good shelving guide. The collection will be displayed under large display signs with simple wording, in order to make browsing as simple as possible. The shelving will also have a display area, where items can be displayed face out. These items might include ‘new arrival’ acquisitions, or items that have recently received a student’s book review.
Bibliography:
Bowman, J.H. (2005). Essential Dewey. London: Facet.
Chan, Lois Mai. (2007). (3rd ed.) Cataloging and Classification: An Introduction. New York: McGraw-Hill.
Sapiie, J. (1995). Reader-Interest Classification: the user-friendly schemes. Cataloging and Classification Quarterly 19(3-4). New York: Haworth Press.
Bliss Classification Working Party & Bliss, H. E. (1974). The abridged Bliss classification: the bibliographic classification of Henry Evelyn Bliss revised for school libraries. Oxford: School Library Association.